5 sessions in the library (Lesson will be extended into the next period because the class is double blocked.)
Session 1-2-Students will be shown the tools and view models of the lesson. They will also begin to complete their graphic organizers.
Sessions 3-4 Students will be completing their projects using Web 2.0 tools.
Session 5 Students will be presenting their final products.
Purpose
Students should be able to determine how the setting i.e. historical, cultural, or contemporary impacts the text.
Student should be able to show that they understood by describing in the text or ASL.
*We will be focusing on Bloom's Taxonomy skill, Analyzing. We hope to develop in our students the following skill, students can distinguish between different parts of text and how it impacts the piece. They will be able to appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, and test.
Resources, Materials, and Equipment
Students must have computers with internet access. It would be helpful if the teacher had a SmartBoard to model concepts.
Smart Board (This would be beneficial when modeling if available.)
Collaboration:
Librarian and teacher collaborate about the resources need and the tools that will be used.
Librarian and teacher model think alouds while choosing a fairy tale to model when completing the graphic organizers.
Expectations for Classroom Teacher:
The teacher will be helping to guide students in the learning process. The librarian and the teacher should be showing students how to create a project using a specific Web 2.0 tool.
The teacher will be able to model how the Prezi project should be presented so the students will know what to expect out of this project as a final product.
Expectations for Library Media Specialist(s):
The librarian should be providing materials to help students through their projects. He/She should also be modeling for students how to cite and use new Web 2.0 tools.
He/she will be providing a mini lesson prior to this project using new Web 2.0 focusing on Prezi and a few others, also on how to cite their findings. *While the librarian presented this mini lesson, the teacher can assist by teaching along with him/her during the lesson. While the students are working on the computer, learning how to use Web. 2.0, the teacher will be assisting them to be sure they are on right track. Both librarian and teacher will do the assessment by observation. They should both be actively observing to see how much prior knowledge students have and the amount of instruction that will need to be delivered. If we notice that some of students are still struggling, we'll give them immediate one-one support. This is essential when students are working with new technology. Depending on the classes' knowledge, it will help the teacher and librarian determine the Web 2.0 tools that will be allowed.
While either the teacher or the librarian is reading through the example story, the other can be modeling how to fill in the graphic organizer. He/She should also be modeling for students how to cite and use new Web 2.0 tools.
Standards (from the TEKS or other state standards):
Reading and/or writing:
Reading, Grade 6
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:=(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic;=
(B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and
(C) compare and contrast the historical and cultural settings of two literary works.
Other content areas:
Social Studies, Grade 6 ==(18) Culture.
The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to:
(A) explain the relationships that exist between societies and their architecture, art, music, and literature;
(B) relate ways in which contemporary expressions of culture have been influenced by the past;
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
Educational technology Information literacy
ASL Indicators:
2.1 Skills
2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
Implementation:
· Process
First, students will find a traditional fairy tale. Then, students will find two other derivatives of that fairy tale from different cultures. These books and online resources have been preselected so that the students can save time. They will be able to choose from a variety of texts the librarian has provided. Because they collaborated in advance, the librarian was able to contact a few other schools to get more print resources. After students have chosen a classic tale and their derivatives (variants), they will complete the following:Students will be expected to complete their KWL chart over the three Fairy Tales. After they have completed the chart, they will need to complete the Venn Diagram. The librarian/teacher will model reading one fairy tale and beginning to complete the chart. After the modeling students will have time to read their short fairy tales and complete the charts. This will extend into Mrs. Alexander's second class, the setting will change but the lesson will be completed. On the second day, students will be shown how to cite their books usingeasybib.com. The librarian will demonstrate this with the fairy tale she read from the day before. Once students three sources are cited, they will be shown a series of Web 2.0 tools. Because this is in the second semester, students should be familiar with their graphic organizers and how to take notes. They will need to: analyze the themes of the three fairy tales, analyze the setting and the impact it played on the story, and show any stylistic elements that the fairy tales contain. While they will create a Web 2.0 presentation, they will also need to complete their Venn Diagram and KWL chart. These can also be part of the final assessment. The third day students will create a project using a Web 2.0 tool. They will continue to work on this on the fourth and fifth days. Because the library was unavailable on the fifth day, students completed their projects in the computer lab. Once the brainstorming tools are complete, they will create a project using a web 2.0 tool.
Motivation:
Students will be using new technology tools which will motivate them. They will also be working in pairs and choosing their own tale. Students will have many choices. This will help them to stay motivated and involved.
No, it is up to the educators to motivate the students. Please see the example on the lesson plan you deconstructed and all of the lessons in my books. One way to motivate students could be for the educators to share a Web 2.0 tool final product that they created to demonstrate the fairytale/drawing inferences unit objective.
Student-friendly Objectives:
Gather specific text evidence from their fairy tales.
Record the information on the KWL chart and Venn Diagram.
Infer the theme and how it was impacted by the setting.
Presentation:
The presentation is when the educators present and model the learning tasks. What you describe is not co-teaching unless you mean both educators "will model their own project..."
They will work in pairs, as part of their peer learning and for the presentation.
Students can work individually or in pairs. It is recommended that they work in pairs so they can benefit from peer learning and assist each other with technology and research. Depending on the class dynamics and the needs of students, this could be modified in many different ways.
Teacher will need a visual media tool like smart board to provide a model of what they need to do for their project.
Teacher will model their own project using Prezi using computer with internet as well.
Students will be creating a project they will be presenting to the class using a Web 2.0 tool. The teacher and librarian will be modeling an example.
Student participation procedures:
Students will be expected to read three fairy tales and choose three they can relate to.
Student practice procedures:
Students will be expected to complete their KWL chart over the three Fairy Tales. After they have completed the chart, they will need to complete the Venn Diagram.
Guided Practice:
Closure In the end, students will be required to present using their chosen Web 2.0 tool. Reflection
Students will be asked to reflect on what they learned. This can be done in a short answer format. Because this is a language art's classroom, this type of expository writing will be beneficial. Both educators will be actively monitoring the use of the Web 2.0 tools. They will also be monitoring students completing their KWL Charts and Venn Diagrams. Student will self reflect and peer reflect by completing a rubric when watching their peers present.
Closure:
Students will be creating a Prezi or other Web 2.0 tool.
*The students will choose from the following: Animoto, Prezi, Voki, or they can do Movie Maker. They will need to check in with their teacher and the librarian for their approval before starting to work on their project. If they have another tool in mind, they may discuss it with the teacher and librarian. It's our goal to expand our students' toolkits and for them to know that they have many options to present their final product.
Reflection:
Students will be asked to reflect on how this impacted what they read. They will need to answer the following:
Do different cultural values affect the texts?
How?
What does your culture value?
How does this affect you?
Extensions:
This lesson can be extended into other genres. It could later be developed with more advanced stories. Later students could turn their learned themes into a collection of themes and stories. This could be turned into a classroom book.
It would be great to create this electronically and publish to the Web.
Resources:
*The teacher and the librarian are collaborating, but we are listing off the tasks that we and the students need to do.
Students will need fairy tales from a variety of cultures.
They will also need access to computers with internet. They will be required to cite their books.
Librarians will provide the books about Fairy Tales for students to use with their project.
Librarians will need a visual tool like smart board to provide mini lesson on how to cite, to use Prezi and IIM.
The librarian can also contact other schools to see if there are more available resources. It is important for the teacher and librarian to review the sources before they implement them with students. The teacher and the librarian will collaborate on the tools being used, the resources, and the delivery of information. It is essential to collaborate. By having a strong collaborative team, expectations are consistent and the final product will be more advanced.
Comprehensive Collaborative Lesson Plan Page
Link to 3.2 Lesson Plan Deconstruction and 3.3 Collaborative Lesson Plan
Library Collaboration Form
Teacher Name: Jordan Alexander
Librarian Name: Marsha Helmuth
Planning
Reading Comprehension Strategy
Inference and Drawing Conclusions from different cultural, historical, and contemporary context.
Reading Development Level
6th Grade
Research-based Instructional Strategies
Independent Investigating Method - http://www.iimresearch.com
Lesson Length
5 sessions in the library (Lesson will be extended into the next period because the class is double blocked.)
Session 1-2-Students will be shown the tools and view models of the lesson. They will also begin to complete their graphic organizers.Sessions 3-4 Students will be completing their projects using Web 2.0 tools.
Session 5 Students will be presenting their final products.
Purpose
Students should be able to determine how the setting i.e. historical, cultural, or contemporary impacts the text.
Student should be able to show that they understood by describing in the text or ASL.
The purposes apply from Bloom's Taxonomy. http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
*We will be focusing on Bloom's Taxonomy skill, Analyzing. We hope to develop in our students the following skill, students can distinguish between different parts of text and how it impacts the piece. They will be able to appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, and test.
Resources, Materials, and Equipment
Students must have computers with internet access. It would be helpful if the teacher had a SmartBoard to model concepts.
Children's or Young Adult Literature
A variety of fairy tales will be needed.
Websites (including pathfinders)
Link to KWL Chart: http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html
Link to Venn Diagram: http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-circles-a-30032.html I just created my own.
Link to Independent Investigating Method PowerPoint: <http://www.iimresearch.com>
Graphic organizers
Equipment:
Computers with Internet Access
Smart Board (This would be beneficial when modeling if available.)
Collaboration:
Librarian and teacher collaborate about the resources need and the tools that will be used.
Librarian and teacher model think alouds while choosing a fairy tale to model when completing the graphic organizers.
Expectations for Classroom Teacher:
The teacher will be helping to guide students in the learning process. The librarian and the teacher should be showing students how to create a project using a specific Web 2.0 tool.
The teacher will be able to model how the Prezi project should be presented so the students will know what to expect out of this project as a final product.
Expectations for Library Media Specialist(s):
The librarian should be providing materials to help students through their projects. He/She should also be modeling for students how to cite and use new Web 2.0 tools.
He/she will be providing a mini lesson prior to this project using new Web 2.0 focusing on Prezi and a few others, also on how to cite their findings. *While the librarian presented this mini lesson, the teacher can assist by teaching along with him/her during the lesson. While the students are working on the computer, learning how to use Web. 2.0, the teacher will be assisting them to be sure they are on right track. Both librarian and teacher will do the assessment by observation. They should both be actively observing to see how much prior knowledge students have and the amount of instruction that will need to be delivered. If we notice that some of students are still struggling, we'll give them immediate one-one support. This is essential when students are working with new technology. Depending on the classes' knowledge, it will help the teacher and librarian determine the Web 2.0 tools that will be allowed.
While either the teacher or the librarian is reading through the example story, the other can be modeling how to fill in the graphic organizer. He/She should also be modeling for students how to cite and use new Web 2.0 tools.
Assessment
Standards (from the TEKS or other state standards):
Reading and/or writing:
Reading, Grade 6
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:=(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic;=
(B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and
(C) compare and contrast the historical and cultural settings of two literary works.
Other content areas:
Social Studies, Grade 6 ==(18) Culture.
The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to:
(A) explain the relationships that exist between societies and their architecture, art, music, and literature;
(B) relate ways in which contemporary expressions of culture have been influenced by the past;
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
Educational technology Information literacy
ASL Indicators:
2.1 Skills
2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
Implementation:
· Process
First, students will find a traditional fairy tale. Then, students will find two other derivatives of that fairy tale from different cultures. These books and online resources have been preselected so that the students can save time. They will be able to choose from a variety of texts the librarian has provided. Because they collaborated in advance, the librarian was able to contact a few other schools to get more print resources. After students have chosen a classic tale and their derivatives (variants), they will complete the following:Students will be expected to complete their KWL chart over the three Fairy Tales. After they have completed the chart, they will need to complete the Venn Diagram. The librarian/teacher will model reading one fairy tale and beginning to complete the chart. After the modeling students will have time to read their short fairy tales and complete the charts. This will extend into Mrs. Alexander's second class, the setting will change but the lesson will be completed. On the second day, students will be shown how to cite their books usingeasybib.com. The librarian will demonstrate this with the fairy tale she read from the day before. Once students three sources are cited, they will be shown a series of Web 2.0 tools. Because this is in the second semester, students should be familiar with their graphic organizers and how to take notes. They will need to: analyze the themes of the three fairy tales, analyze the setting and the impact it played on the story, and show any stylistic elements that the fairy tales contain. While they will create a Web 2.0 presentation, they will also need to complete their Venn Diagram and KWL chart. These can also be part of the final assessment. The third day students will create a project using a Web 2.0 tool. They will continue to work on this on the fourth and fifth days. Because the library was unavailable on the fifth day, students completed their projects in the computer lab. Once the brainstorming tools are complete, they will create a project using a web 2.0 tool.
Motivation:
Students will be using new technology tools which will motivate them. They will also be working in pairs and choosing their own tale. Students will have many choices. This will help them to stay motivated and involved.
No, it is up to the educators to motivate the students. Please see the example on the lesson plan you deconstructed and all of the lessons in my books. One way to motivate students could be for the educators to share a Web 2.0 tool final product that they created to demonstrate the fairytale/drawing inferences unit objective.
Student-friendly Objectives:
Gather specific text evidence from their fairy tales.
Record the information on the KWL chart and Venn Diagram.
Infer the theme and how it was impacted by the setting.
Presentation:
The presentation is when the educators present and model the learning tasks. What you describe is not co-teaching unless you mean both educators "will model their own project..."
They will work in pairs, as part of their peer learning and for the presentation.
Students can work individually or in pairs. It is recommended that they work in pairs so they can benefit from peer learning and assist each other with technology and research. Depending on the class dynamics and the needs of students, this could be modified in many different ways.
Teacher will need a visual media tool like smart board to provide a model of what they need to do for their project.
Teacher will model their own project using Prezi using computer with internet as well.
Students will be creating a project they will be presenting to the class using a Web 2.0 tool. The teacher and librarian will be modeling an example.
Student participation procedures:
Students will be expected to read three fairy tales and choose three they can relate to.
Student practice procedures:
Students will be expected to complete their KWL chart over the three Fairy Tales. After they have completed the chart, they will need to complete the Venn Diagram.
Guided Practice:
Closure In the end, students will be required to present using their chosen Web 2.0 tool. Reflection
Students will be asked to reflect on what they learned. This can be done in a short answer format. Because this is a language art's classroom, this type of expository writing will be beneficial. Both educators will be actively monitoring the use of the Web 2.0 tools. They will also be monitoring students completing their KWL Charts and Venn Diagrams. Student will self reflect and peer reflect by completing a rubric when watching their peers present.
Closure:
Students will be creating a Prezi or other Web 2.0 tool.
*The students will choose from the following: Animoto, Prezi, Voki, or they can do Movie Maker. They will need to check in with their teacher and the librarian for their approval before starting to work on their project. If they have another tool in mind, they may discuss it with the teacher and librarian. It's our goal to expand our students' toolkits and for them to know that they have many options to present their final product.
Reflection:
Students will be asked to reflect on how this impacted what they read. They will need to answer the following:
Do different cultural values affect the texts?
How?
What does your culture value?
How does this affect you?
Extensions:
This lesson can be extended into other genres. It could later be developed with more advanced stories. Later students could turn their learned themes into a collection of themes and stories. This could be turned into a classroom book.
It would be great to create this electronically and publish to the Web.
*The teacher and the librarian are collaborating, but we are listing off the tasks that we and the students need to do.
Students will need fairy tales from a variety of cultures.
They will also need access to computers with internet. They will be required to cite their books.
Librarians will provide the books about Fairy Tales for students to use with their project.
Librarians will need a visual tool like smart board to provide mini lesson on how to cite, to use Prezi and IIM.
The librarian can also contact other schools to see if there are more available resources. It is important for the teacher and librarian to review the sources before they implement them with students. The teacher and the librarian will collaborate on the tools being used, the resources, and the delivery of information. It is essential to collaborate. By having a strong collaborative team, expectations are consistent and the final product will be more advanced.
Works Cited:
AASL Standards for the 21st-Century Learner." American Library Association. N.p., n.d. Web. 04 Apr. 2013. http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards.
Collaboration. Iowa City Community School District Library Program. N.p. Web. 29 March 2013. <http://www.iowa-city.k12.ia.us/library/About/Collaboration.htm>
Collaborative Planning Guides. The Teacher Librarian's Teaching Tookit for Evidence-Based Practice. N.d., Web. 29, March 2013. <http://www.accessola.com/osla/toolkit/How/CollaborativePlanningGuide.html>
IIM. Independent Investigating Method. N.p. Web. April 4 2013. <http://www.iimresearch.com>
Moreillon, J. Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: ALA Editions, 2007.
Other possible pages:
Overbraugh, Richard & Schultz, Lynn. Old Dominino University. Bloom's Taxonomy. N.p. Web. April 4, 2013. <http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm>